Alternative Spellings for Sounds
Spell words using alternative grapheme choices for known phonemes, learning new spellings for sounds already encountered (e.g., /ɔ:/ as 'a' before ll, /ʌ/ as 'o', words ending -tion), including distinguishing common homophones
How to tell they’ve got it
Tick these off as you see them — no test required.
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Try this together
When your child writes and comes across a word where the same sound can be spelled different ways — like "see" and "sea" — do they know which spelling to use?
Where this sits on the map
Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.
solid = must come firstdashed = helps
Curriculum alignment
Candidate matches to official curriculum codes — machine-suggested, unreviewed (v0.1).
Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC
Australian Curriculum v9 candidate
use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words
segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and ends of words (phonological awareness)
use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words
NSW syllabus codes & stages only
Victorian Curriculum 2.0 codes & levels only
These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.